Kindergarten Readiness
The years before Kindergarten are critical for the healthy development of a child’s mind, body, and capacity to learn later in life. Many children enter Kindergarten without the skills necessary to excel in reading and are at risk of falling behind their peers. The data used in this measure is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Beginning of Year (BOY) assessment. DIBELS benchmark scores indicate a student’s reading progress compared to a goal that predicts future success. Scores are categorized as above benchmark (low risk), at benchmark (on track), strategic (some risk), or below benchmark (at-risk). View data notes for this measure.
Data Visualization
Kindergarteners At Benchmark or Above on BOY DIBELS (2017-25 School Year)
Use the dropdown menu below to view data on different groups.
Key Takeaways
The majority of Kindergarten students were not at Benchmark.
Only 33% of Kindergarten students were at Benchmark or above on the beginning of year DIBELS reading assessment.
Disparities were present in Benchmark levels by race/ethnicity.
Black and Hispanic/Latino Kindergarten students had lower Benchmark levels in the beginning of year DIBELS assessment compared to their White peers.
Forsyth County is working to improve kindergarten readiness for all children.
Across the county—individuals, organizations, community groups, networks, and institutions—people are deeply committed to helping children enter kindergarten ready to learn. The section below is an early prototype of a tool designed to make these diverse contributions visible. When we can see the full picture, we can collaborate more effectively—scaling what works, addressing policy barriers, and identifying where needs remain unmet.
Increase Publicly Funded Pre-K
NETWORK STRATEGY
Increase the number and accessibility of publicly funded Pre-K slots so that more 4-year-olds—especially those with the greatest need—are enrolled and prepared for kindergarten.
Early Childhood Developmental Screening & Intervention
NETWORK STRATEGY
Ensure children receive timely developmental screenings and are connected to early intervention services when needed before entering kindergarten.
Pre-K Expansion Grant Program
Provides funding to expand publicly funded Pre-K slots across high-need communities, prioritizing access for low-income families.
Universal Developmental Screening Initiative
Implements routine developmental screenings for young children and connects families to early intervention services when needed.
High-Quality Early Care & Education Workforce
NETWORK STRATEGY
Strengthen and retain a high-quality early childhood workforce by improving compensation, training, and career pathways for Pre-K and early care educators.
Aligned Early Learning Curriculum & Transitions
NETWORK STRATEGY
Align early learning experiences across Pre-K, childcare, and kindergarten to ensure smoother transitions and consistent developmental support for children.
Early Educator Workforce Fellowship
Offers stipends, training, and career pathway support to early childhood educators to improve quality and retention.
Pre-K to Kindergarten Transition Alignment Project
Coordinates curriculum alignment, teacher collaboration, and transition practices between Pre-K providers and elementary schools.
Family Awareness & Enrollment Support
NETWORK STRATEGY
Increase family awareness of and access to early childhood programs by simplifying enrollment processes and providing targeted outreach and navigation support.
Family Awareness & Enrollment Support
NETWORK STRATEGY
Increase family awareness of and access to early childhood programs by simplifying enrollment processes and providing targeted outreach and navigation support.
Family Enrollment Navigator Initiative
Provides community-based navigators to help families understand, apply for, and enroll in Pre-K and early childhood programs.
Data Notes
Kindergarteners Benchmark on BOY DIBELS
The year on the graph is the year the school year ends. Data is not included for the school years that ended in 2020 and 2021 because of the pandemic.
Data source: Winston-Salem/Forsyth County Schools
Increase Publicly Funded Pre-K
NETWORK STRATEGY
Strategy Description
Increase the number and accessibility of publicly funded Pre-K slots so that more 4-year-olds—especially those with the greatest need—are enrolled and prepared for kindergarten.
How will we know if we are accomplishing it?
The number of Pre-K slots will increase over time.
Current Status
25% of 4 year olds are currently in publicly funded slots.
Goal of Strategy
80% of 4 year olds are in publicly funded slots
Connected Network(s)
Connected Milestone(s)
Kindergarten Readiness